By
ARIZKA MIFTAH FARIDL
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
By
ARIZKA MIFTAH FARIDL
A script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
the Language and Arts Departement of teacher Training and Education Faculty
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
THE CORRELATION BETWEEN STUDENTS` VOCABULARY MASTERY AND THEIR READING COMPREHENSION OF NARRRATIVE TEXT
AT THE THIRD YEAR OF SMPN 1 TEGINENENG
By
ARIZKA MIFTAH FARIDL
The narrative text becomes one of important in the reading skill which was acquired by students because the success of their study depends on their ability to read. One of the problem to understand material on narrative text is students` lack of vocabulary. This research was conducted because students have difficulties in comprehending reading in narrative text. The objective of this research were to find out whether there is significant ccorrelation between students` vocabulary mastery and their reading comprehension in narrative text.
This research was quantitative research. The research design used a co-relational design of ex post facto design. The samples of the research were selected by using simple random sampling from the students of the third year of SMP N 1 Tegineneng, Pesawaran. Class IX.D was taken as the sample class of this research which consits of 30 students. The data were collected by means of test and were analyzed by using SPSS at the significant level 0.05 Based on the data analysis, the result showed that there was a significant correlation between students` vocabulary mastery and their reading comprehesion in of narrative text. The result
showed that r is 0.729 with N 30, Degree of freedom (df) N-2 to the real level = 0.05
whiler is 0.370. Thus,r >r ; meaning the correlation is significant. Therefore, the research hypothesis (H ) was accepted and the null hypothesis (H ) was rejected.
Praise is to Allah SWT, the most beneficent, the merciful and the almighty for the blessing
given to the researcher during the study and completing this script. This script is presented to
describe the correlation of students` vocabulary mastery and students` reading comprehension
of narrative text at the third grade of SMP N 1 Tegineneng, Pesawaran. It is also expected
that this paper can inspire other researchers when facing the same problem related to this
research.
In composing this script, the writer got a lot of guidances, suggestions, and many valuable
things from various sides. Therefore, the researcher would like to thank to the following
people for their ideas, times, and guidances for this script:
1. Dr. Ari Nurwaeni, M.A as the chairman of English Study Program.
2. Dr. Muhammad Sukirlan, M.A., as advisor, who has patiently guided and directed the
researcher until the completion of this script.
3. Drs. Ramlan Ginting Suka as co-advisor, who has given guidance and supervision,
especially in correcting this script.
4. Dra. Hartati Hasan, M.hum., as the examiner, who has given guidance and suggestion
for the improvement of the script.
5. Special thanks to Ruslina, S.Pd, as the headmaster of SMPN 1 Tegineneng,
Pesawaran Lampung for allowing him to conduct the research; and Nur Azmi, S. Pd.
6. All of his beloved friends, especially special thanks for Ali Akbar, M. Bima Surya, I
Ketut Budi, Aji Ade Pamungkas, Rohmat Romdhani, Gigih Fachri, Ahmadi, Nurdin,
Agung Putrawan ( Alm ), Deva Setiawan, Purwanti, Fuad Sururi, Istya Ningrum, Desi
Fitri, Annisa Fidiyati, Zainal Arifin, Reni Mariana, Umi Rizkillah, Ida Pari Purnama,
Ervina Adiningsih, Nissa Fitriyani, who always support him and always give him
many inspirations to face the world of campus. all of you forever in my heart
7. Lenny Apriyanti, Thanks for all the supports.
8. the researcher would like to say thanks to his Senior in HMI and English Department
: Bang Erlan, Bang Eka, Bang Jaka, Bang Harris, Bang Novri, Kanda Roni, Kanda
Sony, Kanda Delfi, Kanda Anton. Kanda Deni, Kanda Roma, Kanda Baiquni and all
persons who cannot be mentioned individually here, who has greatly contributed
toward the completion of this script
9. Crew BEM FKIP 2011-2012 : Aas Lailah, Eka Fihayati, Amerza Fransiska, Umar
Sembiring, Solikin, Zainal Arifin, Eli Alpes Jusa, Ginanjar Saputra, Dika Ananda,
Desi Rahayu, Evi Andespa, Bambang Susilo Armani, Hery Setiawan, Sonya Hervina
Finally, the researcher assumes that there are still some weaknesses in this script. Any
corrections, comments and criticism for the improvement of this script are always
open-heartedly welcome and the writer hopes that this paper will be useful for the readers.
Bandar Lampung, Desember 2014
Researcher
Arizka Miftah Faridl
TABLE OF CONTENT
2.2.1 Concept of Vocabulary Mastery...……….. 12
2.2.2 Concept of Vocabulary Test…..………. 18 2.2.3 Concept of Reading Comprehesion……….……... 23 2.2.4 Concept of Narrative Text...……… 27 2.3 Correlation between Students` Vocabulary Mastery and Reading Comprehension of Narrative Text ...……….. 30
2.4 Theoretical Assumption... 31
3.3 Research Procedures ... 35
3.3.1 Determining the problems ... 35
3.3.2 Determining the sample of the research ... 35
3.3.3 Designing research instrument ... 35
3.3.4 Administering try out ... 35
CHAPTER IV : RESULT AND DISCUSSION 4.1 Result of the research ... 50
4.1.1 Result of the test ... 50
4.1.2 Result of vocabulary test……….. 50
4.1.3 The Correlation of Students vocabulary Mastery and Reading Comprehension of Narrative Text………….. 52
4.1.4 Hypothesis Testing ... 54
4.2 Discussion ... 54
CHAPTER V : CONCLUSION AND SUGGESTION 5.1 Conclusion ... 59
5.2 Suggestion ... 60
Table Pages
1. Specification of Reading Narrative Test ... 42
2. Specification of Vocabulary Test... 42
3. The Frequency of Students Vocabulary Test Score... 51
4. The Frequency of Students Narrative Test Score... 52
5. Statistics Narrative Test... 53
6. Statistic Vocabulary Test... 53
7. Correlation... 54
By offering my praise and gratitude Allah SWT for blessing given blessing to me,
This script proudly dedicated to :
My beloved Father and Mother, Mansyur Sofyan SE ( Alm ) and Dra.
Nikmatun, S.E.
My beloved brothers : Akbar Kurnia Putra, S.H, M.H , Adhitya Chandra, S.E ,
Novan Ridho Agung, S.E.
My beloved Aunty : Dra. Laily Rahma, Yuniarti, S.Pd, Berthilya, S.K.m, M.K.m
and all my big family.
BEM FKIP 2011-2012 Lampung University
HMI Comissariat FKIP Lampung University
Arizka Miftah Faridl, was born on Mei 12 th, 1989 in Jakarta. He comes from a lovely family
with four children and he is the third child of a wonderful couple, Mansyur Sofyan, S.E
(Alm) and Dra.Hj. Nikmatun. Her parents are civil servants. He has three beloved brothers :
Akbar Kurnia, Adhitya Chandra and Novan Ridho Agung
After attending kindegarten at TK AL KAUTSAR in 1995, He continued his study at
Elementary School of SDN Bintara 4 West Bekasi and graduated in 2001. He pursued his
study at SMP N 172 Jakarta for one year and then continued his study at SMP N 1 Liwa West
Lampung and graduated in 2004. He continued at SMA Muhammadiyah 23 Jakarta and
graduated in 2007
Still at the same time, he is registered a Student of UIN Jakarta. In 2008 he try to follow the
Test of Entrance of State University for the second time and he is registered as a student of
English Education, Lampung University. In 2009 he joined ( student activity) HMI
Comissariat FKIP Unila, he was recommended as secretary of religion at HMI Comissariat
FKIP for periode 2010-2011. In 2011 he joined BEM FKIP Unila and he was recommended
as secretary of society division for periode 2011-2012. He accomplished his KKN at
Purbolinggo, East Lampung from July to August 2012 and teaching practice program ( PPL )
at SMA Muhammadiyah 1 Purbolinggo, East Lampung from July to September 2012
The future belongs to those people who believe in the
beauty of their dreams
( Eleanor Roosevelt )
Our greatest weakness lies in giving up. The most
certain way to succed is always to try just one more
time
( Thomas Alva Edison )
limitation of the problems, formulation of the problems,objectives of the research,
uses of the research, scope of the research, and definition of terms.
1.1 Background of Problem
Language is a crucial means for human communication. It is used to interact with
other people and it is also used to express emotion, feeling, and opinion by the
people. English is one of the foreign languages which is spoken by the people all
over the world. There are four language skills that should be method, namely
listening, speaking, reading, and writing.
Vocabulary is one of the problems faced by English language learners. Because of
the limited vocabulary, the learners cannot communicate to other clearly.
Sometimes it is difficult to group the idea transmitted to them. The acquisition of
a large number of vocabularies can help the students read, speak, listen, and write.
A good vocabulary and ability to use words correctly and effectively can help the
students make school work easier and more rewarding, and also many tests that
they take in school include vocabulary quenstions. The more vocabularies they
Mastering vocabulary is the ability to get or to receive a lot of words. By
vocabulary, people will know the meaning of vocabulary in the context,.
Measuring vocabulary helps to avoid making mistakes in understanding of text. In
addition, the student learn English reading text are still lack of vocabulary,
whereas in fact vocabulary is the most important thing in reading skill.
According to Nation ( 1983 ), vocabulary knowledge can be used to be an
important indicator to predict learner` overall reading ability, the result of which
may reveal that the increasing of lexical familiarity could improve one`s reading
performance such a statement revealed that weak of vocabulary may handicap
one`s reading comprehension.
Moreover, Wainwright ( 2006 :33 ) states that vocabulary is the important factor
in reading. He also says that the larger vocabulary one master, the easier it is to
make the scene of text. Without vocabulary, it is difficult for students to obtain
any kind of news and information that stated in any printed material. By having
the number of vocabulary, this kind of difficultity can be solved.
Reading plays an important role in teaching and learning process. Through
reading people acquire new ideas, obtain information, seek support for their ideas
and broaden their interest. They can also get message that the writer will express.
In 2006, School Based Curriculum (KTSP), the objective of reading skill teaching
from text. Basically it is the same as comprehension of reading text, All the
students are expected to be able to comprehend a reading text.
Based on my experience when having teaching training process ( PPL ) at grade
eleven of SMA Muhammadiyah 1 Purbolinggo Lampung Timur in 2012, It was
found that most of students did not have good achievement in reading. Their
average score was only 64. It is below from the minimum standard to pass ( KKM
). The minimum standard to pass ( KKM ) is 73. Generally, the students had
difficulty in comprehending English reading text. The students had difficulty to
find the main idea of the passage with long sentences, main topics, supporting
details, explicit and implicit specific information, students also had dificulties in
making interferences and also drawing conclusion in the reading text. In the other
words, their reading comprehension ability is poor. The poor ability mainly arises
because the students lack of vocabulary.
Dallman ( 1982 : 23 ) says that reading is more than knowing what each letter of
alphabet stands for reading involves more than words recognition that
comprehension is an essential of reading that is without comprehension no
reading takes place. In other words, comprehension is tressed and must be the true
and final goal of all instruction in reading.
One may have difficulties to comprehend the passage because the ability in
reading skill is very low. There are many factors that might influence the students`
internal factors are motivation, interest, aptitude, and etc. While from external
factors are teaching and learning strategy which is used by the teacher, the sources
of English book in the school library is limited, curriculum and environment
surround the students. There are some factors that probably play important roles
in building the students` reading skill such as reading sub skill in vocabulary.
However, vocabulary and reading are two things that cannot be separated to one
another. When learning reading students need vocabulary to understand the idea
and when learning english vocabulary, students need a lot of practice of reading,
because reading is the active way in learning vocabulary. So if the students know
a lot of vocabulary they will be easy to comprehend written english text.
Moreover vocabulary is one of important component in teaching learning
language to support the english language skill. With a limited vocabulary anyone
will also have a limited understanding in terms of speaking , reading, listening,
and writing. It is true that it may be impossible to learn a language without
vocabulary.
Based on the description of vocabulary and reading above, it shows that
vocabulary becomes the important component in language teaching and learning
for the students in order to get succesful in reading. To get empirical data about it
the writer will organize the test result to prove the influence of the students`
vocabulary and students` reading comprehension, especially in narrative text
students` vocabulary influence their reading on narrative text achievement. For
those reason the researcher will focus the research on the correlation between
students` vocabulary mastery toward their reading comprehension of narrative
text.
1.2 Identification of the problems
Based on the backround of the problems above the following problems are
identified as follows :
1. The students lack of vocabulary to learn English
2. The students get difficulties in comprehending the reading in narrrative text. They get difficultied in getting information from the text, finding the details, the answer to the quenstions based on the text. The result shows the students got difficulties in retelling or in transferring the information from the text 3. The students have no good self confidence in learning English. So it is difficult
for them learn English well because they regard that English is difficult to be learnt well.
4. The students rarely read anything outside school hours. 5. The students` scores did not achieve the target of KKM
1.3 Limitation of the problem
In line with identification of the problems above, the research is focused on the
issue of the correlation between students` vocabulary mastery and students`
reading comprehension of narrative text..
1.4 Formulation of the Problems
In line with backround of the study described in previous pages, the researcer
formulates the problem as follow :
Is there any correlation between junior high school students` vocabulary
1.5 Objectives of the Research
In relation to the formulation of the problems above, the objectives of this
research are :
1. To investigate whether there is positive correlation between
students`vocabulary mastery and their reading comprehension of narrative
text.
Uses of the Research
The findings of the research are expectedto be useful both of theoretically and
practically.
1. Theoretically
a. The finding of the research may verify the validity of the theory that
vocabulary can increase the reading comprehension of narrative text and
to be used as reference for further research
b. This research can give contribution for English teacher to be aware if there
is correlation between students` vocabulary depth knowledge and their
achievement on reading of narrative text.
2. Practically
a. The writer hopes that this research give information that vocabulary mastery
can help teachers and students in teaching and learning to comprehend
reading on narrative text.
b. The result of this study is expected to be able to be used as a consideration
whether vocabulary knowledge is correlate with narrative text. In reading a
meaning from the content and it will influence the capacity of the reader in
comprehending the passage.
1.6 Scope of the Research
The research is quantitative research. The research was conducted at the third
grade students of SMP Negeri 1 Tegineneng The research was ex post facto
design. The objects of the research are the students` ability in vocabulary and
their reading comprehension of narrative text. The researcher gave two kind of
test to the students, reading of narrative text comprehension and vocabulary test,
in order to gain the data from the students. The vocabulary text dealt with content
word ( verb, noun,adjective, adverb ). Reading of narrative text comprehension
test concerns with determining main idea, finding specific information , finding
reference, finding interference and understanding vocabulary. And the test
material adapted from the book that used in the teaching learning process.
1.7 Definition of Terms
Definition is intended to avoid the ambiguity in perceptionn of some terms used in
this study. They are operationally only aplied to this study. The definition is as
follows :
1. Reading comprehension is an active procces which involves readers,
material of reading and the readers` previous knowledge in order to get
2. Vocabulary Mastery is the competence or complete knowledge of a list or a
set of words that make up a language which might be used by a particular
Person, class, or profession.
3. Narrative text is the tell of stories from a particular point of view and can be
presented by using words , images or sound and influence the reader in an
imaginative experience.
II. LITERATURE REVIEW
This chapter discusses the review of previous research, and also the review of related
literature that will be used in this study, such as: concept of reading comprehension,
reading of narrative text, concept of vocabulary, concept of vocabulary test.
2.1 Review of Previous Research
There are several studies about the correlation between vocabulary and reading
comprehension previously done by, Ikah (2006 ), Ali (2010 ) and Alfiah ( 2011 ) and
the description of the result of their research as follows :
Ikah ( 2006 ) investigates how far the correlation between vocabulary supports the
students in reading. And from the study she finds that there is the significant
correlation between students` vocabulary and the students reading comprehension in
the second year of MAN II Bekasi.
Ali (2010) has analyzed the correlation between vocabulary and the reading
comprehension done in university students of second semester of English
departement, the faculty of Tarrbiyah and Teacher Training Syarif Hidayatullah State
students`vocabulary and their reading comprehension. By having vocabulary, it
significantly affects the comprehension of students`s reading activity.
Alfiah (2011 ) also has invetigated the correlation between students understanding
sentence pattern, students`s vocabulary an their reading comprehension achievement
at the second year of SMA Negeri 1 Pagelaran. She has found that there was
siginificant correlation between student`s understanding of sentence pattern,
students`s vocabulary and their reading comprehension achievement.
Based on the study above, It can be seen that Ali (2010) only administered the
research in University student level. The writer thinks that, there are many types of
reading comprehension and it is too difficult to be understood by them. It needs time
to understand it one by one. In the other hand, the research of writer would be
discussed only about one type reading, namely narrative text and it wa special only
Junior high school.
From Ikah`s research that had been done, she discussed about many types of reading
comprehension. As we know that there are many types of reading comprehension.
Therefore it is not effective if we learn overall. Furthermore, she was doing the
research for Senior high school. In conclusion, the writer decide to not only choose
From Alfiah`s Research that had been done. The writer knows that her research only
for senior high school, and she concentrated about correlation between sentence
pattern and reading comprehension. This is different from the research of writer. We
knows that if we would conduct a research about something different, it could be
different quality and different treatment that we could use. And the conclusion was no
a research about students’ability in reading comprehension of narrative text in grade
of junior high school.
So, based on the previous study above, the writer decide to choose narrative text for
junior high school because a new curriculum 2013 concentrates about development of
character. The writer know that narrative text has advantages to be studied. Narrative
text can help student being able to handle or control the situation which students
being happened. Because there`s some story of narrative text, setting shows students
where and when it happen and relation with students` story or they experience.
More over, narrative text can help students to think logically in order to handle time.
For example, beginning story, middle and end of story became a lesson and
consideration of life for student to take decision in the next level. This is suitable with
the purpose of curriculum 2013 namely development of character. Students are able
to take a meaning of lesson and narrative text contains of polite value, religy, attitude
and message of life. Therefore, this study can give complete information about the
correlation between students` ability in vocabulary and the reading comprehension of
2.2 Review of Related Literature
For futher explanation in relation theories of the correlation between students` ability
in vocabulary and reading comprehension of narrative text , the researcher will
explain the concept of vocabulary and concept reading comprehension of narrative
text..
2.2.1 Concept of Vocabulary Mastery
Linguistically, to know a word was to know its muti dimensional aspect. People
could examine vocabulary in terms of various kinds of linguistic knowledge via
phonetic, phonology, morphology, and syntax, semanti and pragmatic. Different
scholars had proposed different frameworks to examine vocabulary. To a large
extent,the proposed theories were complimentary and by reviewing the studies
chronologically, a number of their concepts overlapped.
Nation ( 1990 ) defines vocabulary knowledge in terms of forms, position, function
and meaning and he also divided the word knowledge in two aspects, receptive and
productive process. First, word form involved the pronounciation and spelling of
lexical items. Second, word position dealt with syntactic issues in regard to the usage
of words such as the rules for word combinations. Third, word function was to
discuss the proper way of using words in specific contexts. Finnaly, word meaning
referred to vocabulary depth and its associates. The above mentioned factors in a
Therefore, knowing a word could mean being capable of recognizing and using these
factors and applying words to meet different purposes.
Wainwright ( 2006 : 33 ) states that vocabulary is the important factor in reading. He
also says that the larger vocabulary the easier it is to make the sense of text. Without
vocabulary, it is difficult for students to obtain any kind of news and information that
stated in any printed material. By having the number of vocabulary, this kind of
difficulty can be solved.
Students who do not master a sufficient number of vocabularies will fail in using
language satisfactory. Harmer ( 1993.53 ) says that if language structures make up
skeleton language, It is vocabulary that provides the vitall organ and flesh. This
statement implies that an ability to manipulate grammmatical structure is not enough
for expressing meaning unless words are used.
Meanwhile, Wallace ( 1987 :20 ) says that vocabulary is the stock of word used by
people, a particular class of people or even person. Concerning with the statement,
vocabulay is fundamental for everyone who wants to speak or produce any utterance
for reading.
Hornby ( 1995 :1331) states that vocabulary is the total number of words which (
with rules for combining them ) make up a language. This statement is then
strengthened by Burns ( 1975:295) who says that vocabulary means the stock of
vocabulary is stock or list of words with explanation of their meanings used to make
up a language by a person, class or profession.
There are some definitions of mastery. Ellis ( 1998:502 ) states that mastery is
comprehensive knowledge or use of subject or instrument. This idea is supported by
Hornby ( 1995 :721 ) who defines the word ` mastery ` as a complete knowledge or
complete skill. It can be said that voabulary mastery is the competence o complete
knowledge of a list or a set of words that make up a language which might be used by
a particular person, class, or profession. Vocabulary mastery means the students
having ability in understanding and using the vocabulary. Vocabulary mastery itself
deals with words and meaning.
Byrne ( 1972 :10 ) says that in order to communicate effectively, the learners needs
adequate numbers of vocabulary. Furthermore, rivers ( 1972 : 402 ) states that it
would be impossible to learn a language without words. It means that without
vocabulary, the learners cannot reach his purpose in learning a language for
communication either in oral or written form.
There are some types of vocabulary in english. Fries ( 1974 :45 ) classifies English
words into four groups, namely :
a. Content word represent the names of objects or things that are the concrete
noun ( book, car, bus ); action down by with those things, that is verbs ( jump,
heavy, and cute ); and the indication such meaning as frequency, degree,
manner and place, that is adverbs ( carefully, heere, now, next week ).
Example : Doni reads a book
b. Function word are those words , which one used as means of expressing
relation of grammmar/ structure. Such as conjunction ( and, however,but )
article ( a, the ) auxliaries ( do, does, did )
c. Substitute words are those which represent individual things or specific action
as substitutes for whole form clasess of words , that is indefinities ( anybody,
somebody,everybody, someone,anyone )
Example : Everyone has left the room
d. Distributed words , those are distributed in use according to grammmatical
matter as the presence or absence of negative, such as : any, either and neither.
Example : They are not allowed to pass this line and neither am I.
The classification of words of a language depends on their function in communication
( Hatch and Farhady (1982:118). Words are classified based on functional words and
content words. Fuctional words include nouns, verbs, adjectives, and adverbs.
Content words refer to a thing, quality, state, or action, and which have lexical
meaning. Functional words have major classes; there are pronoun, preposition,
conjunction, and determiner. So, word classification membership is an important
lexical feature. In the study of word classification, the writer limits on nouns,
a. Nouns
A noun is a word ( or group of words ) that is the name of a person, place, a
thing or activity or quality or idea; nouns can be used as the subject or object
of a verb. Nouns can be divided into sub classes. There are proper nouns and
common nouns. There are also countable nouns ( books, pianos, birds ), mass
or uncountable nouns ( rice, water, gravy ), abstract nouns ( idea, faith,
religion ), concrete nouns ( chair, table, book ), and collecive noyuns ( class,
group, government).
b. Pronouns
Pronoun is a word that is used in place of a noun or a phrase . For example :
she, her, he, him, they, and them.
c. Verbs
Verbs are words that denote or describe an action, experience or state . Hatch
and Farhady ( 1982 : 135 ) places verbs into four classes: activities ( run,
walk, look for ), accomplishment ( built, kill ), achievement ( recognize, find,
lose ) and states ( know, love, have )
d. Adjectives
Adjectives is a modifier that used to higlight quantities or atributes. Its most
usual position is before the noun it modifies, but it fills other positions as well.
The types of adjective are :
They are articles ( the, a , an), demonstrative adjectives ( this, that, these,
those ) and possesive adjectives ( my,your,her ), numeral adjectives ( four,
ten, first, third ), and adjectives of indefinite quantity ( some, few, all ).
2) Descriptive adjectives
They ussualy indicate an inherent quality ( old, young, new ), or a physical
state such as ( blue, yellow, red ) size or age.
e. Adverbs
Adverb is a word that adds to the meaning of a verb , adjective, another
adverb or a whole sentence. Adverbs are similar to adjectives in many ways
although they typically assign attributes to verbs, to clauses or entire
sentences rather than to nouns. Locative adverbs like “here” and “there“ are
used very early young children as ways of pointing to the location of objects.
Time adverb like “now“ and “ yesterday “ are used by second language
learners as an initial why to mark time.
f. Preposition
Preposition is a word ( or group of word ) which is used to show the way in
which other words are connected. For example : in, on, beside, at, and
g. Conjunction
Conjuction is a word that connects sentences, phrase, or clause. For example :
and, so , but.
Based on the statement above it can be inferred that vocabulary is a very important
part in learning languages. Without vocabulary it is impossible for us to communicate
each other. By knowing vocabulary we can understand what is someone talking about
and also it helps us to understand about the material in teaching and learning process.
It makes the learners easier to express their ideas when they have capability of
vocabularies. Therefore, people can communicate with others effectively. In this
research, the researcher used the content words ( noun, verbs, and adjectives )
2.2.2 Concept of Vocabulary Test
Vocabulary learning is not only a quantitative issue. Researchers distinguish breadth
or size of knowledge ( the number of words of which the learner knows at least some
significant aspects of the meaning ) from depth of knowledge, with which they refer
to the quality of vocabulary knowledge, namely how well a particular word is known.
Although but measures are consideres important – knowledge of words progresses
from superficial to deep at various stages of learning a lot of work on vocabulary
testing has focused on vocabulary size.
A vocabulary test is ussualy into two types, breadth and depths of vocabulary
knowledge as the size of learners` vocabulary ( how many words are known ),
whereas depth of knowledge involves a consideration of the quality of learners`
vocabulary knowledge ( how well are particular words are known ).
However it is generally difficult to reach both types of test at the same time. A test on
breadth of vocabulary involves a lot of words to be covered in the test and it requires
a sort response in relation to each words being tested ( Read, 1993 ). Then, it was
focused on the vocabulary semantically ; very view words can be included because it
ussually deals with the testing of words in context and usage and the use of words in
different situation. Since this study is meant to measure the students` ability in
vocabulary, the test was focused on the depth of vocabulary knowledge in context so
that the students who understand the vocabulary in context they will be easy in
comprehending reading text.
Nation ( 1990 ) described a method of sampling from a dictionary to make at test on
it. One way to do this is by taking te first word in every tenth page of the dictionary.
Depending on how many words are needed for the test. From these words we can
make vocabulary test, for example, multiple coice test and the student are intended to
find the meaning of the words either in english or in students` native language. If we
want to find a rough estimate of students` vocabulary size we can take a
representative dictionary and open the page in dictionary randomly and then ask a
student to explain the meaning of the more uncommon word on one page. If a the
then we can roughly estimate that te students` vocabulary size is about 20.000 words
( Nation, 1990 ).
Another way of measuring students`s vocabulary size is based on words frequency
count. General Service List ( GSL ) of English ( Bauer and Nation , 1993 ) and
University Word List ( UWL ) Nation, 1990 ) used as the Vocabulary Level Test to
test the students`s vocabulary size. Multiple- choice quenstion ( MCQs) and matcing
was used as the kind of vocabulary level tests. MCQs are one of the most common
formats in professionally-developed language test. They are widely used to assess
learning at te recall and comprehension levels ( Coombe, Folse, and Hubley, 2007 ).
MCQs take many forms but their basic structure is stem and response options, which
include the key or correct answer and the distracters or incorrect responses. The
student must then identify the correct or bet response choice. Students construct
meaning thorough dependence on the context clues that are provided in the stem. In
this research the vocabulary level test is divided in two some levels. A large number
of words are selected randomly from different level from different levels, e.g., as the
first 1000 words, the second 2000 words, and the third 3000 words and the UWL as
the sample.
The levels are limite to only four levels, namely the first three levels, the first 1000
words level, the second 2000 words level and the third 3000 words level,which are
taken from General Service List of nglish Words ( GSL ) of Bauer and Nation (1993).
The fourth level is taken from University Word List of Nation ( 1990 ). The
( University Word List ) this level used to see if the learners have academic ability of
vocabulary, the sampling was little bit different because the number of words is
smaller, 800 words ( Nation ,1990 ). Therefore, the words were picked up in every
eight words in te list. The sampling method is believed to be representative in tat the
result can be generalized to the population ( the four of vocabulary levels ).
According to \Nation ( 1990 :78 ) there are two steps to consider when looking at a
test of total vocabulary size , they are :
1. Selecting
Usually it is not possible to test all words within a particular group. First, we
must exlude all the words that we cannot easily test, for example a, the, of, be.
In fact the test will be easier to make if test only nouns, verbs, adjectives, and
adverbs. Second, after we have exluded the words we cannot test, we must
find a good way of choosing the test item from the words left. The best way is
to nimber the words and then to choose every tenth words if this will give
enough word for the test.
2. Testing of Vocabulary Mastery
There are recognition and recall test. In recognition test, we want to see if the
learners know the meaning of a word after they hear or see it. In such test the
learners hear or see an English word then write or say a mother-tongue word,
or English synonym or definition. While in recall test , we are interested in the
and then they write or say the English word.
Asking learners to respond with English synonym or definition requires the learners
to have a reasonable proficiency in English. It can be used succesfully with advanced
learners ( Nation , 1970 ).
In this research, the writer tested the recognition of vocabulary using MCQs (
Multiple-Choice Quenstions ) test. MCQs item test the students have to identify the
correct or best response choice. So it will not give the chance for the students just
recognize the words. This test was designed to the basis for estimating the students`
vocabulary size knowledge. The aim of the test is to measure students`s recognition
of the word.
The sample of test can be seen as follows :
1. If the requirement is not complete you have to refuse him as your assistant.
What does the wordrefusemeans?
a. Reject b. protect c. return d. reach
According to the definition above, the researcher assumes that the vocabulary
knowledge is the number of words that students understand based on the context area.
Vocabulary knowledge is categorized in the depth of vocabulary size knowledge. The
Reading is the process of combining textual information with the information of
reader bring to a text ( Widdowson, 1979 : 220 ). In this view, reading is viewed as
kind of dialogue between the reader and the text. It means that reading is the process
of exchanging information between the writer who bring new information and the
readers who combine the new information with the previous information she or he
has got before.
Reading more is the best way to increase your vocabulary. It gives you backround
knowledge and helps you experience life through others. In turn his backround
knowledge and experiences give you the ideas and concept associated with words.
This helps you undestand words better, remember them longer and use them
correctly. The more words you know the better and faster you can understand what
you read ( Wassman and Rinsky, 2000 : 32 ).
Reading comprehension is defined as the level of understanding of a text. This
understanding comes from the interaction between the words that are written and how
they trigger knowledge outside the text.
Moreover, Bamford ( 1998: 12 ) defines reading as the constructing meaning from a
printed or written message. The constructing of meaning involves the reading
connecting information from the written message with previous information from the
understanding or meaning which is trying to be informed by the writer to the reader.
The readers try to interpret word per word, sentence based on its context and clues
( i.e. punctuation ) given by the writer on the text. In the process of gettng idea of the
text, the reader uses his skills to recognize the language or genre of the text.
The ability to understand the content of the text is an essential thing in reading
activity. Dechan ( 1986 : 260 ) states that reading is progressive understanding of the
meaning and ideas presented by a sequence words.
In addition Dallman ( 1982 : 23 ) says that reading more than knows what each letter
of alphabet stand for reading involves more than word organization ; the
comprehension is essential of reading ; that without comprehension no reading take
place.
In addition, Loban, Ryan, and Squire ( 1969 : 378 ) express reading compehension is
indeed a very elaborate procedure, involving a balance of many elements in a passage
and their organization in the proper relation to each other comprehension in reading
depends upon knowing the literal meaning of words in various context. The reader
must also be able to perceive the relation of each part to the other and each of whole.
The statements above mean that when the reader finished reading text, they should
get the information or ideas from the text, they should not only call out the words of
the text, but they also have to know the meaning of the words, message from the text,
From the statement stated previously, it is inferred that reading is the process of
perceiving meaning of written material while comprehension itself is nedeed in
reading in other to get the idea from the written materials. Comprehension is essential
thing in reading process.
Reading comprehension is a complex connstrction process in which reading
comprehension is needed. Nuttal ( 1992 ) states that there are five short reading skills
that should be knowed by the reader to comprehend the text deeply ; they are as
follows :
1. Determining Idea
The main idea is the most important piece of information the author wants to know
about the concept of that paragraph. Determining idea is a skill to grasp and find the
main point of the passage by summarizing the passage and look for repetition of
ideas/words.
2. Finding the specific information or part of text
Finding the specific information or part of the text means looking for the information
that is relevant to the goal in mind and ignores the irrelevant.
3. Finding reference
Reference is the intentional use of one thing to indicate something else in which one
interpreting and determining one linguistic expression to another. There are two types
of reference ; cataphoric and anaphoric reference. A ctaphoric reference unit refers to
another unit that is introduced later in the text/speech. To understand the unit refers to
another unit that is introduced later in the text/speech. To understand the unit referred
by a cataphoric reference you would need to look ahead in the text. Meanwhile, an
anaphoric reference unit, on the other hand, refers to another unit that was introduced
earlier in the text. To understand the unit referred to by an anaphoric reference you
would need to look back in the text.
4. Finding inference
Inference is good guess or conclusion drawn based on the logic of passage. Finding
inference means the reader imply the sentence or passages understand and conclude
it logically.
5. Understanding vocabulary
Understanding vocabulary means comprehend what the words mean. When
vocabulary improves, comprehend will be deeper. Since comprehension is the
ultimate goal of reading, the reader cannot overestimate the importance of vocabulary
development.
Based on the teories above the five reading skills to comprehend the text, they are
considered to be important. So in this research, the researcher uses all of reading
2.2.4 Concept of Narrative Text
Narrative text is one of the genres taught for the eight or nine grade students in junior
high school. A narrative text is a text, which relates a series of logically and
chronoligically related events that are caused or experienced by factor ( Rebecca,
2002 : 120 ). In this view, narrative text is viewed as kind of text to retell the story
that past tense and to entertain or to amuse the readers or listeners about the story.
In addition Anderson ( 2003 : 41 ) says that narrative is a text that tell a story and, in
doing so , entertains the audience. It has character, setting, and action. The characters,
the setting, and the problem of the narrative are ussualy introduced in the beginning.
The problerm reaches its high point in the middle. The ending resolves the problem.
In addition Widayati ( 2002 : 82 ) says that writing narrative is really just putting
what happen to somebody on paper. It means that, in narrative, the incidents that
make up the story are usually told in the order in which they would really happen.
The statement above mean that a narrative can tell what happens in matter of minutes
or years and it has similarity with story telling to entertain the readers or listerners.
Meanwhile, Anderson and Jason ( 2003 : 51 ) explain four steps in constructing a
1. Orientation
Orientation is a set the scene or introduce the participants and informing the
time and the place. In orientation, the narrator tells about something that will
begin a chain of events. These events will affect or more of the characters.
2. Complication
Complication means that tells the problems of the story and how the main
character solve them. In complication, the narrator describing the rising crises
which the participant have to do with. In conclusion, The complication is the
trigger.
3. Resolution
Resolution means that the crisis is resolved for the better or worse. In
resolution, the narrator showing the way of participant to solve the crisis,
better or worse.
4. Re-orientation
Re-orientation is a closing remark to the story end it is optimal. It consisit of
moral lesson, advice or teaching from the writer.
Based on the theories above, the researcher agrees that narrative text is a story from
particular point of view and can be presented using words, images and sound.
Without the concept of narrative text itself, it is difficult for a learner to study and to
important contribution. The more word people learn the ore ideas they have. In this
research. The researcher will use the content of narrative text
( orientation,complication, resolution and re orientation )
The examples of genres that fit the narrative text structure :
a. Folktale : a very told traditional story from a particular place that was
Originally passed on to people in a spoken form
b. Fairy tale : an old story about magic things happened intended for
Amusing and giving lesson, meaning and moral values
c. Fable : a traditional short story that teach moral lesson, especially one
With the animals as characters; this story is considered as one
Group of animal stories
d. Myth : a story from ancient times, especially one that was told to
Explain about natural events or describe the early history of
place or people.
Language features that are used in narrative text are.
1. Simple past tense is used in most narratives.
2. In choronological order, using connectives that signal time, e.g., once upon a
time, one day, then, next, after, meanwhile.
3. Focused on individual or group participants, for example, in third person : he,
According Duke et all ( 2010 ) reading narrative is making students to share and
make maning of experience, as with fairy tales, realistic fiction, and many true stories
from the explanation above, the writer assumes that narrative rext is a kind of text,
which tells about series of events and also provides the resolution for the problem that
happen in the past. In this research, the researcher would focus on narrative text
because the students` comprehesion in reading of narrative is still low. Even though
narrative text is one of reading text that is mostly used in the reading test but many
students in the first year of Junior High school do not really comprehend this sort of
text. They still have difficulty in finding the main idea and specific information of
narrative text.
2.3 Correlation between Students` Vocabulary Mastery and Students` Reading Comprehension of Narrative Text.
Vocabulary and reading have a close relationshiop. According to Nation ( 1990 )
vocabulary is clearly an important skill in reading. The students have to understand
narrative text.
When reading text of narrative the students need vocabulary to help them understand
the idea and when learning vocabulary, students need a lot of practice of reading text
of narrative because reading is the active way in learning vocabulary. So if the
students know a lot of vocabulary in the context, they may able to comprehend the
text easily. It is imposible for the students to understand the passage without
difficulties in learning English, especially to understand reading materials of
narrative text.
However, little research has been carried out concerning with this correlation
especially in SMP Negeri 1 Tegineneng. So, the researcher intends to investigate this
issue in this Junior high school.
2.4 Theoretical Assumptions
In accordance with the theories previosly presented, the researcher assumes that to
comprehend the text in reading passage the students need vocabulary. If the students
know a lot of vocabulary, they will be able to comprehend the reading text of
narrative easily. It is impossible for the students to learn vocabulary.It is impossible
for the students to understand the passage without mastery vocabulary. And
conversely reading is the productive way to learn vocabulary It is clear that the
students` ability in vocabulary is needed to face the difficulties in undestand reading
materials. And the students need to get more vocabulary by reading.
The correlation between students` ability in vocabulary and reading comprehension
of narrative text can be illustrated as follows :
The researcher proposes the hypothesis as follow :
H : There is no positive correlation between Junior high school students`
vocabulary mastery and their reading comprehension of narrative text .
H : There is positive correlation between Junior high school students`
III. RESEARCH METHOD
This chapter discusses the research methods that will use in this study, such as:
research design, population and sample, setting of the research, variables, and
procedure of the research, data collecting technique, instruments, and data
analysis.
3.1 Research Design
This research is quantitative research because it is focused on the project ( result
of the test ) not the process of teaching learning and the objective is to find out the
correlation between students` ability in vocabulary and their reading
comprehension of narrative text achievement. In this research there is no control
and no treatment to the subject, thus ex post facto design is used in this research.
Hatch and Farhady ( 1982 :26 ) state that ex post facto design is often used when
the researcher does not have control over the selection and manipulation of the
independent variable. This is why researcher looks at the type and/or degree of
research was ex post facto design, and the formula can be seen as follows :
T1 T2
Where :
T1 : Vocabulary test
T2 : Reading comprehension of narrative test
( Hatch and Farhady, 1982 : 27 )
3.2 Population and Sample
The population of this research is the third year students of SMP Negeri 1
Tegineneng. There are six classes of grade IX in 2013/2014 academic year each
class consists of 30 students. Among the VIII classes which the number of the
entire students at grade VIII is about 155 students, the researcher took only one
class as the sample.
In this research, the researcher determined the sample by using simple probably
random sampling. By using simple probably random sampling, every class in
population gets the same opportunity to be chosen or to be the sample of the
research. The name of six classes is written on small paper given the code number.
Then one of the papers took randomly to be the sample of the research. And grade
Procedures of this research caried out through several steps as follow :
3.3.1 Determining the Problems
The researcher determined the problem based on the real observation , and
according to the previous research he found that there was one issue that should be
resolved.
3.3.2 Determining the sample of the research
The third year students` of SMPN 1 Tegineneng consisted of six classes, with
random sampling was used to determine the class that would be taken as the
participants for this research. This technique was applied because each of the
second year students at the school had the same opportunity to be participant.
3.3.3 Designing Research Instrument
In designing the reading instrument the writer took material from the students`
text book. The designing process materials that was taught to the students based
on the curriculum.
3.3.4 Administering Try Out
Before the instrument distributed, the try out was conducted to measure the
reliability of the test and to make sure whether the test is good or bad for the
students. The test was previously tried out to the students whose level is equal to
the sample of the research. The test was administered to find out the quality of the
level of difficuly, and the discrimination power. The researcher administered the
try out using reading texts with 50 item OF multiple choices done in 60 minutes.
The maximum score is 100, each correct answer has 2 points. And 50 vocabulary
tests in the context, then the correct answer is multiplied by 1000 word level and
then divided with the number of items test. So the researcher could estimate the
students` ability vocabulary.
3.3.5 Administering the Test
The research will hold in two meetings. The first meeting was used for conducting
vocabulary test, and the second meeting s reading comprehension of narrative text
of test.
3.4 Data Collecting Technique
In this research, to data collecting techniques will used :
3.4.1. Vocabulary Test
The test used is MCQs ( Multiple Choice Quenstions) items. The test prepared
particularly for measuring the depth of students` vocabulary. The primary aim of
this test is to investigate students`s recognition of vocabulary. The test consists of
50 items test. The students have to choose the right answer in multiple choices.
The chief goal of this vocabulary test is to measure the depth of vocabulary
knowledge semantically. This type of test is to develop way in vocabulary. It
The words which are orthographically, phonetically, and semantically similar or
the same are avoided because they are easily understood, for example economy,
data, objective, oxygen, etc. This format of the test is considered practically, easy
to be administered and scored.
The students` mastery in vocabulary is gained by counting the number of correct
answer is divided by total numbers of items and then multiplied by 20. From this
the researcher can find the proportion of correct answer. Then he can still estimate
the number of students`s vocabulary by multiplying it with the population 1000
words level. The formula can be seen as follows :
S =
1000
S =
800
Where :
S : the score of the test C : the total of the right answer of vocabulary level test
3.4.2. Reading Comprehension of Narrative Test
There are 50 items for reading comprehension of narrative text of test. It is
multiple choice with four option ( a,b,c,d ) with one correct answer and three
distracters. The test consists of five aspects of reading skill, they are : determining
main idea, identifying specific information, interference, reference, and
vocabulary. The scoring criterion is determined around 0-100, so that if a student
result of the test, the researcher uses this formula. The formula can be seen as
follows :
S = 100
Where :
S : the score of the test
R : the total of right answer
n : the toal items
3.5 Analyzing The data
After getting the data of students` vocabulary mastery and reading comprehesion
of narrative tests, the researcher analyzed the data by using Pearson Product
Moment Correlation Coefficient Formula ( SPSS ) for Window Version 17.0 to
find out the correlation between students` vocabulary and their reading
comprehesion of narrative text.
3.6 Validity of the test
A test can be said valid if the test measure the object to be measured and suitable
with the criteria ( Hatch and Farhady, 1982 : 250 ). Every test whether, it is a short
informal classroom test or a public examination test, it should be valid as the
constructor can make it. The test is used for collecting the data covers three
validities : content, construct and face validity.
a. Content Validity
Content Validity is the extent to which the test mesures a representative
adequancy of the sample and not simply on the appearance to the test ( Hatch
material that has been taught to the students. The item test of vocabulary and
reading comprehension of narrative text are based on KTSP Curriculum of
senior High School.
b. Construct validity
Construct validity is concerned with whether the test is actually in line with
the theory of what it means to know the language ( Shohamy, 1985 :74).
Regarding the construct validity, it measures whether the construction has
already reffered to the theory, meaning that the test construction has already
in line with the objective of the learning ( Hatch and Farhady, 1982 : 251 ). It
means that construct validity can be found by relating the instrument with the
theory of what it means to know certain knowledge skills. In this case, the
researcher measures sudents` vocabulary and reading comprehension of
narrative text. Therefore the instrument for measuring the ability of
vocabulary, the researcher uses vocabulary level test in the context. Then the
consist of identying the specific information, determining the idea, references,
inferences and vocabulary are formulated in the test items.
c. Face validity
Face validity means that the test has good typing and clear instruction that
will not make the students get confused ( Arikunto, 2006: 173). In this
research, the researcher gives the quenstionnaire to a group of students. The
quenstionnaire consist of some quenstion related to the test which is given by
the researcher in order to know whether the instrument of the test has fulfilled
face validity or not. In this research the face validity of the test is checked and
examined by giving quenstionnaire to some English teachers. Based on the
quenstionnaire, it can be assumed that the test which is in the form of fill gap
test looked right and understandable to others testers, teachers and test to
measure whether the test has good validity, construct validity, the researcher
used content, construct, and face validity since they were considered to be
important.
Table 1. Specification of Reading In Narrative Text
No. Skills of Reading Item numbers Total
items
Percentage of items
Identify the main idea 1,9,11,17,31,41,43,45,46,48 10 20%
Reference 5,14,21,22,24,28,38,44 8 16%
Vocabulary 4,10,15,16,50 5 10%
Total 50 100%
Table 2. Specification of Vocabulary Item Test
No. Word Class Item numbers of the test Percentage
1 Verbs 1,8,15,21,24,30,32,43,44,48 20%
Reliability refers to the whether the test is consisted in its scoring and gives us an
indication of how accurate the test score are ( Shohamy, 1985:70).
The researcher used split – half method to estimate the reliability of the test,
because this method treats the two halves of a measure as alternative forms. It
provides a simple solution to the problem that the parallel-forms method faces :
the difficulty in developing alternate forms, it involves : administering a test to a
split halves is used in estimating the reliability of the test.
Hatch and Farhady ( 1982: 246) states that reseacher is using the split half
method, they first must split the test into two similar parts. Then they correlate
the scores of the students on the two halves of the test used if they are two
separated test. If the item test is homogenous, all odd number items become one
half and even number items become other half.
Split half technique was used by the researcher to estimate the reliability between
odd and even group, and Pearson product moment formula is applied as follows:
rl =
Where :
rl : Coefficient of reliability between x : Odd Number
y : Event Number
: Total score of odd number items
: Total score of even number items
( Lado,1961 in Hughes, 1991 : 32 )
After getting the reliability of half test, the researcher then will be used Spearman
Brown`s Prophecy ( Hatch and Farhady , 1982:246 ) to determine the reliability
r
k=
where:
r
k : the reliability of the whole testsr
l : the reliability of half test(Hatch and Farhady, 1982:247)
The criteria of the reliability are :
0.80 - 1.00 : High
0.50 - 0.79 : Moderate
0.00 - 0.49 : Low
(Hatch and Farhady, 1982:247)
The researcher found that the reliability of vocabulary test and reading in narrative
test were high 0.854 ( on vocabulary test ) and 0. 873 ( on reading narrative test )
(see appendix 12 and 13). According to criteria of the reliability test, the reliability
of 0.854 point belongs to moderate level, so it indicated that the data collecting
instrument in this research was reliable and good. Therefore the result of the test
were believed as the reflection of their reading ability which was accurate and
consistent.
3.6.2 Level of difficulty
Level of difficulty relates to ` how easy or difficult the test item is form the point
of view of the students who take the test. It is important since the test items which
difficult for the students, the researcher omits the test items. Level of difficulty
will be calculated by using the following formula :
LD =
Where :LD = level of difficulty
U = the number of upper group who answer correctly
L = the number of lower group who answer correctly
N = total number of students
The criteria are :
LD <0.03 = hard
0.30 <LD>0.70 = average
LD.0.70 = easy
( Shomamy, 1985:79)
The researcher had found that were 4 items (8,5 %) were hard, 42 items ( 43% )
were average, and 4 items (8.5%) were easy in vocabulary try out test. Then in
narrative try out test, the researcher has found that there were 6 items ( 12,5 %)
were hard, 40 items ( 80 %) were average and 4 items ( 7,5 %) were easy.
3.6.3 Discrimination Power
Discrimination power refers to “ the extent to which the item differentiates
( Shomamy, 1985:81). To calculate the discrimination power (DP ) of the items,
thye researcher used the following formula :
DP=
DP = discrimination power
U = the proportion of lower froup students
N = total number of students
( Shomamy, 1985 :82 )
The criteria are :
0.00-0.20 = Poor
0.21-0.40 = Satisfactory
0.41-0.70 = Good
0.70-1.00 = Excellent
- ( negative ) = Bad items ( should be omitted )
Based on the table and criteria on appendix 5 of vocabulary try out test, the
researcher conclude that were 10 items were poor, 30 items were satisfactory, 10
items were good, then in narrative try out test , the researcher conclude that were
10 items were poor, 25 were satisfactory, 14 items were good, and 1 items were
excellent.
After counting the level of dificulty and discriination power of each item, the
be dropped in vocabulary try out test. The items of vocabulary try out test were
numbers 2,9,11,12,13,42,43,45,46,49 was drooped. (Appendix 4)
Based on the analysis , the researcher found that 10 items could not meet the
criteria of good test and should be drooped in narrative try out test. The items
were number 6,16,21,23,26,30,32,38,43,44 was drooped.
3.7 Data analysis
Data analysis is the process of organizing the data in order to gain the regularity of
the pattern and other form of the regularity of the research, while the data
interpretation is the process giving meaning to the founded patterns and
regularities ( Setiyadi, 2006 : 255 ). After conducting the test, the researcher
analyzes the data. It is used to know wheter there is correlation between students`
ability in vocabulary and their reading comprehension of narrative text
achievement.
The researcher uses the following steps :
1. Scoring the vocabulary and reading comprehension of narrative text of
test
2. Tabulating the result of the vocabulary and reading comprehension of
narrative text of test and calculating the scores of the test.
3. Analyzing, interpreting and discussing the tabulated of the result.
